6 Needs for a Better Education System in South Africa

Thomas Friedman’s book ‘That Used to Be Us – What Went Wrong with America – and How it Can Come Back’ is a mine of useful information regarding topics from corporate hubris to national education. Of particular interest are his thoughts on the American education system and how he feels there are 6 points which need to be addressed in order for the education system to function effectively in the 21st century.

Friedman’s 6 Points are:

1. Better teachers and better principals
2. Parents who are more involved in and demanding of their childrens’ education
3. Politicians who push to raise educational standards, not dumb them down
4. Communities who are ready to invest in schools even though their children do not attend those schools.
5. Business leaders committed to raising educational standards in their communities
6. Students who come to school prepared to learn, not to text

Although these points are written for the American education system, there are a number of truths in them which can be applied holistically to education systems around the world. If we look at the education system in South Africa, it is interesting to note how we stack up.

1. Better Teachers and Better Principals
There are most definitely some very talented and committed teachers and school principals, but sadly i think there are a huge number who are not. Many teachers in South Africa seem to be in in teaching for the wrong reason, using it as a means of paying the rent and approaching the task of their job as such. Teaching is an incredibly demanding role and one that, if you are not passionate about it, shouldn’t be your job. Regardless of this, the fault does not always lie with the teachers.

In South Africa, the biggest curse to better teachers and principals is SADTU (The South African Democratic Teachers Union). SADTU is a very strong union and seems to be more committed to propagating union membership, affairs and union management and the rights and demands of teachers than they are about raising the teaching levels and education standards in this country. The role of the union vs governing body is interesting to watch. For example: Compare a school where the principal and teachers are empowered to teach and educate their pupils to the best of their ability and compare it with a school which is subject to a strong degree of union involvement and influence, where the principal is disempowered, and teachers work to union rules. I have no doubt that the most effective schools have minimal union involvement and conversely in most ineffective schools the union have a hold over principals and teachers…

2. Parents who are more involved in and demanding of their children’s education
There is a high correlation between interested parents and a students well being. Sadly, many parents view education as something which you abdicate to the school – as such there is little or no interest on their part. I concede that in South Africa, many parents may feel intimidated by the schooling system owing to the fact that they did not have the opportunity that their children are now given. This is undoubtedly one of the tragedies of the past, yet something which needs to be overcome and positively encouraged as it is not just the students well being that benefits from a parents involvement but also a school from strong parental community involvement.

3. Politicians who push to raise educational standards, not dumb them down
The bottom line is that governments, in their zealousness to make policy, become more of a hindrance than a supporter. Wherever governments try to impose an educational policy or system for some ideological reason, it tends to set back the educational process for a number of years. I, personally, experienced this in 1969 when the South African government decided to change the way maths was taught. The shift in educational policy saw my strongest subject become my weakest. A few years later the new system was phased out having proven to be ineffective, yet the long term results continue unabated. In more recent times we have seen the same thing with the outcomes based education model.

My point is that teachers know how to teach and governments do not. Government should create a framework and a standarised exit exam, but then allow the teachers to get on with teaching. I have just seen such a problem arise in South Africa’s higher education, where the Minister of Higher Education, Blade Nzimande, has gotten pedantic about how SETA’s should operate. Whilst some SETA’s needed to be fixed, many were working very well. By decree he has imposed his ideological view on how SETA’s should operate, thus retarding the positive progress many had made over a number of years in industry and skills development. Maybe that’s what politicians do to justify their existence!

4. Communities who are ready to invest in schools even though their children do not attend those schools
Communities need to understand that a school is at the center of a community. If you do not have vibrant schools you then have communities which are dying. People need to have a big hearted view of how they can support their communities’ schools even if they don’t have children attending them.

The government should also be enabling schools to galvanise parents and allow them to provide support in whichever way they can. For many rural communities this support comes in the form of manual labour, ideas or simply personal support for the school and its projects. One such initiative is the ‘School at the Centre of the Community project’ …ref

5. Business leaders committed to raising educational standards in their communities
Business in this country puts a lot of effort into supporting education and schools. For some businesses, their financial contributions are where the support ends. Yet for many there runs a much deeper desire to play a part in developing the schools and the individuals within it. Business leaders need to continue to make sure that the same growth and development that they are giving their employees, is given to the teachers and hence the pupils of the schools they are supporting. Financial compensation can only serve a small number of purposes whereas leadership, guidance and wisdom can have a far greater reach. Once again the scoc business leader / principal program refers.

6. Students who come to school prepared to learn, not to text and network only
I have a real worry about some students attitudes, because it comes back to that misguided view of a culture of entitlement. This belief that we, as South African people, are simply entitled to everything from education to jobs to healthcare and land is fundamentally wrong and destructive. Unfortunately these views are driven by radical hotheads, such as Malema, who receive an inordinate amount of attention, thus negatively influencing much of the impressionable youth of this country. This is making it more difficult for the students who do want to learn and realize the educational opportunities available.

I was recently talking to a very frustrated English teacher who explained that for many black pupils a D or E grade good enough, simply because it is a pass and their sense of entitlement erroneously believes this is sufficient to get into any university program they desire. The tragedy, she explained,is that they have A or B grade potential, but see little need to apply themselves. All students need to understand that no one is guaranteed anything in the future of South Africa or this world for that matter. The potential in this country belongs to those with an urgency and desire to learn. Pupils need to come to school and leave school excited and enthralled.

Further to this point is the sense of entitlement amongst educators. If the school is dysfunctional, you cannot expect the students to be engaged. It comes back to the basic tripod of education: Students / Teachers / Parental Community. All three need to be stimulated to create a vibrant learning experience.